The course focuses on the dynamic field of international environmental policy (IEP), a field that has grown rapidly and dramatically over the last three decades, driven by concern over unprecedented and large-scale global environmental change, including climate change, biodiversity loss, deforestation, marine degradation, and expanding trade and consumption. International environmental policy now directly and indirectly affects the behaviour and decisions of governments, corporations, NGOs, local communities and individuals.

The course takes an interdisciplinary approach, drawing insights from areas including ecology, law, economics, international relations and politics, and incorporates lectures, guest speakers from NGOs and government, panel discussions, debates and workshops, with an emphasis on understanding the real-world dynamics of policy formation and debate.

The course will cover the nature of IEP; its development over recent decades; the actors and institutions which form and influence it; and the conflicts which shape it. Key areas of debate within IEP will be examined, including tensions between conservation and development; conflicts around knowledge, science, and uncertainty; and reliance on 'command and control' vs market-based approaches.

Cross-cutting issues include gender, the fight against poverty, and the role of corporations. These issues will be explored through analysis of topical case studies, such as equity and climate change; biodiversity and livelihoods; biofuels and deforestation; and genetically modified organisms and international trade. 

Note: Graduate students attend joint classes with undergraduates but are assessed separately. There are additional sessions for post-graduates.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Broadly explain the development and nature of international environmental policy (IEP), including the operation of regimes
2. Explain and critically analyse key debates that shape IEP, and the key challenges it faces
3. Explain and critically evaluate the strengths and limitations of international governance responses to environmental issues
4. Design, participate in, and lead group learning processes and activities in the context of environmental policy
5. Research and participate in a simulated negotiations exercise
   

Recommended Resources

Suggested reading: UNEP, Global Environment Outlook 6 Summary for Policymakers

https://www.unep.org/resources/assessment/global-environment-outlook-6-summary-policymakers

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	This course is delivered on an intensive basis over the course of 10 full teaching days (9:00-17:00) from 2-13 February. A detailed program of study is available on the Canvas site. Please look at the timetable carefully as there are different times for undergraduates and post graduates. All students need to attend tutorials as these are combined undergraduate and post graduate Please note that the last day of the course is a full day negotiations exercise. You are expected to attend the full day as this is an assessable element of the course. But its interesting to do anyway. Please check the schedule regularly as it may change. I have some guest lecturers coming to the course and I may need to make adjustments to suit their availability This is not a course you can do part-time. Please ensure that all paid work commitments during the intensive course are put on hold.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
E-poster on an international treaty	10 %	06/02/2026	1
Tutorial Quiz	10 %	*	1,2,3,4
Tutorial Facilitation	10 %	*	1,2,3,4
Post Grad Seminar and Paper Reviews	15 %	*	1,2,3,4
Mini-Conference of Parties (COP)	25 %	13/02/2026	5
Policy Brief	30 %	13/04/2026	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

E-poster on an international treaty

Details of Task:

Students are to work in pairs to prepare an E-poster on an international environmental treaty. They are to provide an overview of the treaty and a recent feature relating to the implementation of the treaty. Student pairs will be able to select a treaty to write on based on a list provided by the lecturer at the commencement of the course.

Word limit: 500 words

Presentation requirements:

Students will be provided with a template for the E-poster. The poster will require the inclusion of graphics and written content.

The assessment will be primarily based on the quality of the information provided. Layout and writing style appropriate for the poster will be a minor aspect of assessment.

Estimated return date: 18 February

Assessment Task 2

Tutorial Quiz

Details of Task:

For each tutorial I will set a reading for you to read.

You will be required to answer a short answer quiz based on the reading I have set.

The quiz will be set up through Canvas

Assessment for Quiz:

Assessment will be based on accuracy of answers based on the reading

Assessment Task 3

Tutorial Facilitation

I will lead the first tutorial. After the first tutorial, tutorials will be facilitated by pairs or groups of 3 students. 

Topics for the facilitated tutorials will be given out on the first day of the course, and the guidance for facilitators will be available via Canvas. 

Tutorial preparation for facilitators 

Readings: You will be given a short introduction note to the topic. You will need to find a discussion topic for your tutorial group in addition to the one provided by me. You should set some questions for the tute group to discuss based on your discussion topic.. You should also prepare some activities for students to undertake. This could be a debate, a game, a video, etc. 

You may wish to give a short introduction for your discussion topic as a primer for the discussion during the tutorial. A story on social media or regular media may be a good primer for discussion. You should provide your discussion topic and any primer information at least one day (24 hours) before the tutorial, to give all students in your tutorial group enough time to read consider your discussion topic and prepare responses. 

Facilitators will be required to coordinate the development of a mind-map of the key concepts discussed by other tute members during the tutorial. They will give a presentation of their mind-map in the second half of the tutorial session. 

During the tutorial you will need to prepare some question based on your discussion topic. You should set some questions for the tute group to discuss based on the discussion topic. You should also prepare some activities for students to undertake. This could be a debate, a game, a video, etc. Incentives for answers such as chocolates, lolly snakes etc are a good way of getting the tutorial group to engage. 

Make sure that everyone has a chance to speak. Do not let anyone dominate the discussion 

Assessment for Tutorial Facilitation will be based on: 

1. Preparation and suitable selection of discussion topic 
2. Ensuring everybody can engage in the discussion 
3. Preparation and presentation of the mind map 

Assessment Task 4

Post Grad Seminar and Paper Reviews

You will need to attend five extra seminars where we will discuss key issues in international environmental policy. For each seminar you will be given at least two papers to read. This means you will need to read ten papers for the course (at least). I will post a list of the papers and a selection table on Canvas. 

Each student will also be required to lead one seminar session in the first week and another in the second week. I will provide a selection of papers. Each student will need to select two papers to review and present in the seminar. They need to be different to the papers presented by other students. A selection process will be established on Canvas. 

You will need to prepare short answers set for each paper for each of the seminar sessions. The seminar summaries will need to be posted on to Canvas prior to each seminar session. They should not be more than one page, double sided. We will then discuss each paper and your responses during the seminar session. 

Students are expected to contribute on an on-going basis during the face-to-face component of the course.

Assessment will be based on: 

1. Presentation of seminar paper (have you answered the questions and critically reviewed the paper) 
2. Contribution to discussions in all seminars 

Assessment Task 5

Mini-Conference of Parties (COP)

As a final exercise during the course, drawing together much of what you have learnt in the course, we will be having a mini–Conference of the Parties (COP) negotiation exercise. We will try to simulate an actual international agreement negotiation. Each participant/pair will be given a fictitious country to represent. You will work in pairs. You will be given a briefing on your country’s position and background material on the issue. You will start the day by meeting in your regional group. Then we will meet in an opening plenary setting where each country will be expected to give an opening statement on the issue. Participants will then meet in regional groupings again to find common positions. Finally, we meet in a contact group format where we will negotiate a decision for adoption by the COP. In preparation for this simulation you will be given a lecture on the negotiation process. 

Negotiation assessment is based on: 

• Your contribution and effective engagement in negotiations among your regional groups 
• Your preparation of a plenary statement based on guidance given 
• Your contribution to negotiations and engagement between regional groups 
• Your contribution and effective engagement in the text negotiating element (contact group) 

Assessment Task 6

Policy Brief

The policy brief is an individual research and writing exercise to be carried out at the completion of the intensive. The topic for the policy papers will be explained during the course. You are encouraged to draw on and integrate material presented/discussed in class and tutorials as well as your own research. Topics and more detailed guidance, including an important style guide, will be available on Canvas.

The assessment of the Policy Brief will be based on: 

Scholarship: How widely has the student researched the question? Have authoritative sources been used (rather than primarily non-scholarly sources such as Wikipedia)? Is this information reflected in the policy brief? How accurate, detailed, and well-evidenced is the work? 

Understanding: To what extent has the student grasped the issues involved? To what extent have their complexities, their links to other relevant IEP issues, and links to broader issues been understood? 

Depth and reflection: To what extent has the student thought about and reflected on the issues involved and the viewpoints expressed (their’s or others’)? To what extent are the complexities of the issues involved recognised and addressed: for instance, to what extent have the “downsides” of any policy prescriptions or “ways forward” presented been considered? Has the student been able to come to personal, well-supported conclusions or opinions on issues discussed? 

Structure, presentation and flow: Is the paper well-organised, with clear and logical headings (preferred) or textual “signposts”? Are information and arguments arranged in logical order, and are they integrated into a coherent whole? Are arguments well-supported by evidence (this overlaps with other categories)? Is punctuation, spelling and grammar correct? Are diagrams, tables, pictures or other aids to communication used where helpful or necessary? Is the essay easy to read and follow? 

Note: This assignment is aimed at getting you to think and critically analyse the environmental circumstances of another country and how you reflect on this based on the material presented during the course. For this reason the use of AI is not permitted 

Targeting the readership: The brief is for a government Minister, therefore it must be presented in an easy to read style. Has the student targeted the policy brief to the reader? 

Word limit: 3000-3500 words (not including references) 

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded. OR Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students